The work of a teacher in groups for children with FFN has its own specifics. The task of the educator is to identify the degree to which children lag behind in the assimilation of program material for all types of educational and play activities. This is necessary to eliminate gaps in the development of children and create conditions for successful learning in an environment of normally developing peers. To this end, in the first two weeks, the educator determines the capabilities of children in speech, visual, constructive activities, in mastering counting operations, etc.

Together with a speech therapist, the educator analyzes the features speech development children. The teacher should have an idea of ​​whether the child uses a short or extended form of utterance, whether he knows different types coherent speech, age-appropriate for children senior group: a retelling of a picture, a series of paintings, a description, a story from personal experience, etc.

When assessing the state of skills in these areas, the general educational program requirements for this age group should be taken into account. Based on the heterogeneity of the composition of children in the FFN groups, due to different etiologies of the disorder and sociocultural factors, it is important, as a result of the initial examination, to differentially assess the degree of lag in the assimilation of the educational material offered for the middle and senior groups of the kindergarten of a general developmental type. There are different options for meeting program requirements: fully complies, lags behind, lags far behind. After the examination, the educator gets an idea of ​​the state of each child's skills in the following areas: elementary mathematical representations, speech, visual activity, constructive activity, gaming activity, motor skills, musical and rhythmic abilities. This will make it possible to strengthen their corrective orientation during the classes and to implement an individual approach in a targeted manner.

At the pedagogical council, the speech therapist and educator report the results of the examination and collectively discuss the choice of a typical program and options for its implementation, taking into account the capabilities of children. presented speech material should be correlated with the level of phonetic, phonemic and general speech development of children. Excessive speech loads can adversely affect the correction process.

Classes aimed at developing the correct coherent speech of children (clarification and expansion of vocabulary, improvement of the grammatical structure of speech) are held throughout the year by both the educator and the speech therapist.

The process of upbringing and education in kindergarten provides for a certain range of knowledge about the world and the corresponding volume of vocabulary, speech skills and abilities that must be acquired by children at this age stage.

It should be noted that a speech therapist and an educator, working on the development of children's speech, do not replace, but complement each other.

The teacher focuses on the program material offered for a given age level of children in a preschool educational institution of a general developmental type. He teaches the native language in the classroom and guides the development of children's speech outside of classes in everyday life (in games, at home, on walks), taking into account the peculiarities of children's speech development. The process of learning the native language has some originality.

At the beginning of training, the educator mainly uses methods and techniques for the development of speech that do not require a detailed statement of children. Thus, the visual method of teaching is widely used, for example, excursions, introducing children to certain objects, showing pictures and videos. The use of verbal teaching methods comes down mainly to reading works of art to children, the stories of the educator, and conversations. The teacher pays much attention to the development of dialogical speech. This includes various forms of questions and answers: a short answer, a detailed answer (somewhat later), understanding the various options for a question, the ability to maintain a conversation with an interlocutor. At the same time, in the second half of the year, much attention is paid to the development of the main types of monologue speech.

The content of speech therapy classes, organization and methodological techniques are determined by the goals of correctional education, taking into account specific ideas and speech experience accumulated by children in the process of the teacher's work in sections of the program. The efforts of the speech therapist are aimed at eliminating the gaps that children have in the field of inflection, word formation and insufficient mastery of prepositional case management.

The work of a speech therapist on the dictionary is selective, it includes the accumulation and clarification of words (nouns and adjectives) that have a diminutive meaning, understanding and correct use of prefixed verbs in speech; practical accumulation of related words, acquaintance with the most common cases of polysemy of words, practical acquaintance with words that have the opposite meaning.

The main goal of lexical tasks is to teach children to use words correctly and meaningfully in spontaneous speech, to exercise children in compiling phrases and sentences. First, the models offered by the speech therapist are used, and then independently. Much attention is paid to improving the practical skill of using a simple common sentence in speech. For speech therapy classes, certain groups of words and syntactic constructions are selected, in the formation of which children most often make grammatical errors. Exercises are used to change the case forms of a noun depending on the preposition or question; to change the grammatical forms of the number of nouns; number, person and tense of verbs, as well as the correct use of verb forms when combined with personal pronouns. Particular attention is paid to the correct agreement of adjectives with nouns in indirect cases, the agreement of ordinal numbers with nouns. Gradually learned types of speech structures are included by the speech therapist in work on coherent speech, using special methodological techniques. Particular attention is required to the selection and grouping of various visual and verbal material, gaming exercises, didactic games that provide practical mastery of the skills of grammatically correct speech.

In order to increase the corrective value of vocabulary work, special exercises are widely used that develop a focus on the semantic and sound side of words, the ability to notice common and various morphological elements of the studied lexical units.

The main areas of work of a speech therapist and educator under this program are the formation of a full-fledged phonetic language system in children, the development of phonemic perception and initial sound analysis skills, the automation of auditory pronunciation skills and abilities in various situations, the development of skills to change the prosodic characteristics of independent statements depending on speech intentions.

The formation of the sound side of speech is considered not as an end in itself, but as one of the necessary means of educating sound culture as a whole, developing coherent speech and preparing children for the successful mastery of the written form of speech, and developing the language ability of the child.

The speech therapy work provided for in the program is based on theoretical provisions on the role of full-fledged phonemic processes in the development of speech and the formation of writing and reading (R. E. Levina, A. A. Leontiev, A. R. Luria, N. I. Zhinkin and etc.).

Publication date: 11/18/17

ARTICLE

IN METHODOLOGICAL JOURNAL

"INTERACTION OF THE TEACHER AND SPEECH THERAPIST DOW

IN CORRECTION OF SPEECH DISORDERS IN CHILDREN»

MBDOU "Snow White"

educator: Koshelenko O.V.

Noyabrsk

elimination speech disorders in children requires an integrated approach, since speech disorders are associated with a number of reasons, both biological and psychological and social character.

An integrated approach involves a combination of correctional and pedagogical and health-improving work aimed at normalizing all aspects of speech, motor skills, mental processes, educating the child's personality and improving the body as a whole. The joint work of a doctor, a speech therapist, a psychologist, an educator, a logorhythmist, a music worker, and a specialist in physical education is necessary. This work should be of a coordinated complex character. According to experts, the need for such interaction is caused by the characteristics of the children's contingent entering the preschool educational institution. Actively influencing the child by means specific to each discipline, teachers build their work on the basis of general pedagogical principles. At the same time, determining the objectively existing points of contact between various pedagogical areas, each teacher carries out his own direction not in isolation, but supplementing and deepening the influence of others. Therefore, taking into account the individual characteristics of each child with speech pathology, experts plan a single complex of joint correctional and pedagogical work aimed at the formation and development of motor and speech spheres.

Conditions for the effectiveness of the interaction of all specialists in overcoming speech disorders in preschoolers.

Every child with developmental disabilities needs effective and speedy rehabilitation that allows the child to overcome developmental disabilities, while he must cope with his difficulties as soon as possible in order to "catch up" in the development of children who do not have developmental disabilities . This is possible only if a single correctional and developmental space is formed around each such child, which is called upon to support not only the speech therapist and teachers of the kindergarten group that the child attends, but also, to varying degrees, all the adults surrounding him in everyday life and influencing his development. : medical staff, physical education instructor, music director, family.

But it is not enough just to use all the listed forces in correctional and educational work. The most important thing is to bring to each of the links of this chain the meaning of the forthcoming work. And it consists in the following:

1. It is necessary that all adults surrounding the child clearly understand the goal of their activity, which consists, on the one hand, in the full development of a child who has deviations in speech (or any other) development, and on the other hand, in a well-coordinated interaction between yourself.

2. Each of the participants in the process of forming the correct educational space should not only have correct ideas about what this space should be like, but also be responsible for their segment of this space and carry out two-way communication with other participants in this process.

3. It is very important that medical and pedagogical personnel, parents are armed with the necessary tools for the upcoming work, the main part of which is the special knowledge necessary to understand the importance and mechanism of their influence on the development of the child, and practical skills to provide the child with effective assistance in correcting his development.

4. It is equally important that the influence of each of the sectors of the correctional and developmental space on the development of the child is built consistently and gradually - from simple to complex, from correcting a deficiency to a fairly long-term automation, which is the key to the success of all correctional work. It should be noted here that the very formation of a common, unified developing space occurs in stages. First, it is advisable to carry out two parallel processes: the formation of a psychologist-medical-pedagogical council as a form of interaction between educators of speech therapy groups, narrow specialists in a kindergarten and a speech therapist, on the one hand, and establishing interaction between a speech therapist and parents, on the other. It is also important to form a multilateral interaction of all participants in the correctional and educational process. This is a long and difficult stage.

5. The last condition for the effectiveness of interaction is the achievement of a result. The result of the interaction is the achievement of the quality of preschool education, the prediction of the child's school success and the development of recommendations for parents on his further support, as well as the planning of work to track the child's progress in primary school, assistance to school teachers in accompanying children with speech developmental initial stage learning.

Organization and implementation of a comprehensive and corrective impact on the speech development of preschoolers.

1. Interaction of a speech therapist and an educator in the correction of speech disorders in children of a speech center.

The success of correctional and educational work in the speech center is determined by a well-thought-out system, part of which is speech therapy of the entire educational process.

The search for new forms and methods of working with children with speech disorders led to the need to plan and organize a clear, coordinated work of a speech therapist and educators in conditions speech therapy group MDOU, in the work of which the following main areas are distinguished:

Correctional and educational;

General education.

The educator, together with the speech therapist, participates in the correction of speech disorders in children, as well as the non-speech mental processes associated with them. In addition, he must not only know the nature of these violations, but also master the basic methods of corrective action to correct some of them.

The main tasks in the work of a speech therapist and educator in overcoming speech disorders can be called a comprehensive correction of not only speech, but also non-speech processes closely related to it and the formation of a child's personality. Also, improve the efficiency of corrective educational work. And to exclude direct duplication by the educator of the speech therapist's classes. Joint corrective work in the speech group provides for the solution of the following tasks:

The speech therapist forms primary speech skills in children;

The teacher reinforces the formed speech skills.

In accordance with these tasks, the functions of a speech therapist and an educator should be divided.

Functions of a speech therapist:

The study of the level of speech, cognitive and individual personality traits children, determining the main directions and content of work with each child.

Formation of correct speech breathing, a sense of rhythm and expressiveness of speech, work on the prosodic side of speech.

Sound correction.

Improving phonemic perception and skills sound analysis and synthesis.

Eliminate the shortcomings of the syllabic structure of the word.

Development of new lexical grammatical categories.

Coherent speech training.

Prevention of violations of writing and reading.

Development of mental functions.

Functions of the educator:

Taking into account the lexical topic during all classes in the group during the week.

Replenishment, clarification and activation vocabulary children on the current lexical topic during all regime moments.

Systematic monitoring of the delivered sounds and the grammatical correctness of children's speech in the process of all regime moments.

Inclusion of worked out grammatical structures in the situation of natural communication in children.

Formation of coherent speech (memorization of poems, nursery rhymes, texts, acquaintance with fiction, work on retelling and compiling all types of storytelling).

Consolidation of speech skills on private lessons by a speech pathologist.

Development of understanding of speech, attention, memory, logical thinking, imagination in game exercises on correctly pronounced speech material.

Before classes, a speech therapist conducts an examination: it lasts for a month. The speech therapist, together with the educator, carries out purposeful observation of children in the group and in the classroom, reveals the structure of speech disorders, behavior, and personal characteristics of children.

The main task of this period is the creation of a friendly children's team in the speech therapy group. The formation of a children's team begins with explaining to children the rules and requirements of behavior in a speech group, teaching calm joint games, creating an atmosphere of goodwill and attention to each child.

Finishing the examination stage, the speech therapist draws up the relevant documentation: a speech card for each child; to connect the work of a speech therapist and educators; speech therapist workbook for daily and weekly lesson plans;

records of homework for each child; draws up a plan for the year.

Together with the teacher, he arranges a parent's corner, prepares and conducts a pedagogical council and parent meetings.

After the examination, an organizational parent meeting is held, at which speech therapy and psychological and pedagogical characteristics of children are given, the need for a comprehensive medical, health-improving and pedagogical impact on them is explained, the content and stages of correctional and developmental work are explained.

The speech pathologist conducts daily classes. These classes can be individual and subgroup. Individual classes are held to correct violations of sound pronunciation and consolidate the acquired skills.

In the classroom, didactic games, games with singing, elements of dramatization games, outdoor games with rules are used. Solving correctional tasks, a speech therapist also reveals the characteristics of children's behavior, the degree of motor impairment, sound pronunciation, etc.

In an individual lesson, the teacher implements a program developed by a speech therapist for each child, which may include:

Exercises for the development of the articulatory apparatus;

Exercises for the development of fine motor skills of the fingers;

Exercises for automation and differentiation of sounds set by a speech therapist, and control over them;

Work on speech breathing, on the smoothness and duration of exhalation;

Lexico-grammatical tasks and exercises for the development of coherent speech.

In class on sound culture speech, each child can be offered to parse words with the sounds that they correct with a speech therapist.

The teacher must clearly understand the dynamics of the development of the phonemic side of the speech of each child. The speech therapy screen, compiled by a speech therapist, reflects the dynamics of work on correcting sound pronunciation and helps the educator to systematically monitor the delivered sounds. The screen is made of a material that allows the use of magnetic or adhesive colored sound symbols. The screen is placed in the working area of ​​the educator.

The teacher in the selection of speech material must remember the speech problems of each child. But he does not always have the opportunity to track those moments that may interfere with the correct consolidation of speech material.

Therefore, I help to select speech material that corresponds to the norm of sound pronunciation of children with speech disorders. I recommend that educators work with ready-made printed publications, I advise you to use the literature and speech material that is correct from a speech therapy position.

I also assign an important role to speech breathing. The most important conditions for correct speech are a smooth and long exhalation, a clear and relaxed articulation. In each exercise, I direct the attention of children to a calm, relaxed exhalation, to the duration and volume of the sounds being uttered.

The teacher can offer children to practice fine motor skills of hands in shading, tracing figures along the contour, cutting out. Thus, not only is the group working out the general tasks of preparing the hand for writing, but also corrective work is being carried out on the interaction of fine motor skills and the articulatory apparatus (especially in children with a dysarthric component).

The correct organization of the children's team, the clear conduct of sensitive moments have a positive effect on the physical and mental condition child and, consequently, on the state of his speech. The ability to approach the child, taking into account his individual characteristics, pedagogical tact, calm, friendly tone - these are the qualities that are necessary when working with children with speech disorders.

The role of other specialists in the correctional and educational process.

High-quality implementation of the tasks of developing children's speech is possible only on the basis of an integrated approach, i.e. the interaction of all teachers and specialists of the preschool educational institution is an important condition for creating a single educational space for pupils with speech development disorders. As for doctors and narrow specialists, in addition to the tasks of forming the correct speech of the child in everyday communication, each of them has a clearly defined circle of influence.

The medical staff participates in determining the history of the child, gives a referral for consultation and treatment with medical specialists, controls the timeliness of the prescribed treatment or preventive measures, and participates in the preparation of an individual educational route.

The physical education instructor works on the development of fine and general motor skills, forms proper breathing, conducts corrective gymnastics to develop the ability to strain or relax the muscular apparatus, and coordination of movements. It solves the following basic tasks of preserving and strengthening the general physical health of preschoolers, the formation of a kinetic kinesthetic basis of movements, and the normalization of muscle tone.

The musical director develops ear for music and speech, the ability to accept the rhythmic side of music, speech movements, forms the correct phrasal breathing, develops the strength and timbre of the voice, etc.

The correctional and developmental activities of a psychologist are aimed at forming the psychological base of children's speech (perception of various modalities, visual and auditory attention, visual and auditory-speech memory, visual-figurative and verbal-logical thinking). The implementation of correctional and developmental work in these areas contributes to the comprehensive overcoming of speech development disorders and the prevention of possible secondary delays in the development of cognitive mental processes.

The family is that natural space (speech, educational, developing) that surrounds the baby from the moment of its appearance and which has a decisive influence on the complex development of the child. It is precisely because of the priority role of the family in the process of influencing the development of the child that the speech therapist and educators need to involve parents as allies in overcoming violations of the speech development of the preschooler.

In the course of classes, teachers try to vary the requirements for oral answers of pupils, stimulating the ability to practically use different models of utterance - from simple to more complex ones.

Functions of specialists of preschool educational institutions in the organization of correctional and developmental work:

Teacher speech therapist

• Providing a flexible, gentle regimen.
• Working with teachers and parents.
• Development of all mental functions.
• Psychotraining (consultations for teachers and parents).
• Providing a flexible health regimen.
• Working with parents.
• Vaccination, vitaminization, medical care.
• Individual therapeutic and corrective and restorative massage.

Enrichment of vocabulary, the formation of the lexical and grammatical structure of speech.

Formation of sound pronunciation using health technologies.

Gymnastics articulatory, finger, breathing, for the eyes.

Massage and self-massage of the tongue, face; physical education, relaxation exercises.

Educational psychologist

Psychocorrectional work (individual, group).

Current survey.

caregiver

Monitoring the development of children.

Corrective work.

The use of health technologies.

Nurse

Physiotherapy.

Therapeutic and preventive measures,

Hardening, Masseur

The main directions of correctional work of the educator.

The success of correctional and educational work in a speech therapy group is determined by a strict, well-thought-out system, the essence of which is speech therapy of the entire educational process, the entire life and activities of children.

The only way to implement speech therapy is the close interaction of a speech therapist and educator (with different functional tasks and methods of corrective work).

Corrective tasks facing the educator:

1. Continuous improvement of articulatory, fine and general motor skills.

2. Fixing the pronunciation of the sounds delivered by the speech therapist.

3. Purposeful activation of the used vocabulary.

4. Exercise in the correct use of the formed grammatical categories.

5. Development of attention, memory, logical thinking in games and exercises on defect-free speech material.

6. Formation of coherent speech.

7. Consolidation of reading and writing skills.

The main directions of the correctional work of the educator

1. Articulation gymnastics(with elements of respiratory and vocal) is performed 3-5 times during the day.

2. Finger gymnastics is performed in combination with articulation 3-5 times a day.

3. Corrective mini-gymnastics for the prevention of posture and foot disorders is performed daily after sleep.

4. Evening individual lessons of the educator on the instructions of the speech therapist, fixing the sound pronunciation.

Unified speech therapy mode. unified speech mode.

1. The culture of speech of the child's environment: the speech of others should be correct, accessible, one should not rush to answer, constantly approve, encourage correct speech.

Benevolent attitude towards children suffering from speech impairment. Creating a favorable external environment, a calm plan, respect, trust.

2. Constant stimulation to verbal communication. All employees of the nursery / kindergarten and parents are required to constantly demand that children observe speech breathing and correct pronunciation.

3. a) Kindergarten teachers should know the pattern of the normal development of the child's speech (A. Gvozdev) and draw up a memo for parents;

b) Educators of speech therapy groups should have a speech profile of children - speech pathologists, know their speech therapy conclusion and the state of speech development.

4. a) Educators of the preschool educational institution should conduct systematic work on the education of sound culture and the development of speech.

b) Educators of speech therapy groups should conduct speech therapy work in front of a mirror, perform the task of a speech therapist using individual notebooks and albums, notebooks for classes.

5. a) Parents should pay serious attention to the speech of the child, stimulate the correct speech of the child, constantly talk to him, just talk about the events in the life of the child in the garden, in the family

b) Parents of children with speech disorders should systematically; perform the tasks of a speech therapist to consolidate the delivered sounds of the dictionary on topics, grammatical structure, coherent speech. Make notebooks colorful and neat. Follow the correct pronunciation.

memo preschool teacher

During the period of the child's stay in preschool, it is you who are the guarantor of his rights.

In the process of education and training it is unacceptable:

Careless, rude treatment of a child;

Biased criticism, threats against him;

Deliberate isolation from the children's team;

Making excessive demands on a child without taking into account his age and state of health;

Photographing him in an untidy state.

Functions carried out by employees of the preschool educational institution for the observance of the rights of the child:

1. Ensuring the upbringing and education of the child without violence within the framework of the preschool educational institution.

2. Active involvement in the family upbringing of the child:

morning filter

Finding out the reasons for non-attendance;

Contact and monitoring of the condition of parents and family members who came for the child.

3. Finding out the socio-economic status of the family;

4. Clarification of intra-family relationships;

5. Identification of dysfunctional families;

6. Contact with guardianship authorities;

7. Finding out the rights of children with disabilities;

8. Informing parents about the rights of the child with handicapped;

9. Preparing the child for schooling.

Olesya Chepornyuk
Consultation "Interaction between educator and speech therapist"

Interaction between educator and speech therapist

Target: building a unified system interaction between a speech therapist and preschool educators

Tasks:

1. Develop uniform (variable) approaches to interaction speech therapist teacher and preschool teacher.

2. Pick up new effective and exchange existing forms interactions in the conditions of a specialized group or preschool educational institution and in the conditions logopoint(technology interactions) .

3. Separate areas of responsibility speech therapist and educators Preschool educational institution in correctional and developmental work.

4. Select software on interaction between speech therapist and educator using ICT.

Work plan:

1. Interaction of a speech therapist and educators in the diagnosis, determination of volumes and spheres of influence, forms of cooperation.

2. Interaction between a speech therapist and educators when conducting correctional and developmental activities, forms of cooperation.

3. Functionality speech therapist and educators.

4. Line up interactions using information and computer technologies.

Planned result: selection and development of unified (variable) approaches to interaction between a speech therapist and preschool teachers.

We have made an attempt to separate the work educator and speech therapist in the main areas, identify points of contact interactions: diagnostics, correction, prevention.

Diagnostic work

Speech therapist

Carries out diagnostics general development.

Reports speech therapist the results of their observations of the child in various types activities; the history of his early speech development and the conditions of family education.

Based on diagnostic data speech therapist, plans classes with children, based on the main correctional tasks. Conducts an annual comprehensive speech therapist-examination of all children of middle and older preschool age, the results of which reflect for each group children:

AT "Sound Screens", which clearly indicate sounds that are disturbed

In the pronunciation of each child, as well as the stages of work on them,

- "tables interactions» , where the level of development of the structural components of speech is reflected;

AT "Children's Survey Results Record Sheets" where each child is assigned to one of the following groups: with normal speech development, defects in sound pronunciation (simple dyslalia, complex dyslalia, erased dysarthria, lexical and grammatical disorders, underdevelopment of phonemic perception, violations syllabic structure experiencing difficulties in mastering language analysis and synthesis.

Correctional work

Educator Speech therapist

Monitors the speech of children in the classroom and during regime moments.

Engaged in the development of fine and articulatory motor skills.

Provides assistance in automating the delivered sounds.

Contributes to the improvement of the grammatical structure of speech, the development of phonemic perception and syllabic structure.

Carries out the necessary work with parents to optimize the correctional process. Renders educator assistance in organizing individual and group work on the development of speech.

Preventive work

Educator Speech therapist

Organizes such subject environment, which contributes to the fullest possible disclosure of potential speech opportunities pupils to prevent their speech development difficulties.

Pays special attention to children with a high degree risk of formation of speech defects. Tracks the compliance of the developing environment with the age needs of children.

Forms of work on interaction with educators used in practice

1. Individual work for one month on the following sections: work on the automation of sounds and control over them; work on fine motor skills; overcoming the lexical and grammatical underdevelopment of speech on a certain lexical topic; development of connected speech. Based on this table - a scheme of individual work educator can build their lessons taking into account the speech problems of each child. In a lesson on the sound culture of speech, each child can be asked to make out words with the sounds that they correct in speech therapist.

2. Observations of the dynamics of sound production in children. Dynamic monitoring allows educator visually track the dynamics of sound pronunciation of all speech children of a group or a particular child. Relying on conventions, the teacher offers the child only the speech material that he can do. educator it becomes easier to pick up poems for the holiday (helps in case of difficulty) speech therapist) . There are fewer problems in classes: the teacher knows what answers he can expect from the child and not seek to demand impossible efforts from the latter. Thus, the child does not have the fear of answering in the classroom, there is no consolidation of the incorrect pronunciation of those sounds that he is not yet capable of. Sometimes caregivers stubbornly ask to repeat the word with a sound that the child does not have, and begin to get angry if the child does something wrong.

4. Speech therapy memos and booklets issued once every 2 months,

to help teachers and parents to overcome speech problems. Release of thematic speech therapy booklets« speech therapy path» and reminders that would help educators and parents without special education to master the skills speech therapy corrective care for their children. Colorfully designed booklets attract the attention of not only adults, but also children who want to take part in playing them.

5. Selection of speech material: tongue twisters, rhymes, poems, tasks and exercises for correcting various components of speech activity. caregiver in the selection of speech material, he must remember the speech problems of each child. Therefore, we help to select speech material that corresponds to the norm of sound pronunciation of children with speech disorders. Recommended educators to work with ready-made printed publications, we advise you to use the correct speech therapy positions literature and speech material.

Function delineation speech therapist and educator in the conditions of a speech group and a speech kindergarten

Problems that make it difficult to work together speech therapist and educator: combination of the program "Correctional education and education of children with general underdevelopment of speech (5-6 years old)» T. B. Filicheva, G. V. Chirkina with the main general education program of MDOU;

No requirements for the organization of joint activities speech therapist and educators in normative documents and methodical literature currently available;

Difficulty in distributing the planned corrective work within the framework of working hours and the requirements of SaNPiN;

The lack of a clear division of functions between educator and speech pathologist;

impossibility mutual attendance of classes by a speech therapist and educator in different age groups.

speech therapists joint activities are organized in accordance with the following goals:

Improving the efficiency of correctional and educational work

Duplication exception speech pathologist

Optimization of organizational and content aspects of correctional pedagogical activity speech therapist and educators both for the whole group of children and for each child.

Joint correctional work in a speech group provides for the solution of the following tasks:

speech therapist forms primary speech skills in children speech pathologists

educator reinforces the formed speech skills

Main types of organization of joint activities speech therapist and educator

1. Joint study of the content of the training program and education in special preschool and drawing up a joint work plan.

2. Shared lesson planning educator, providing the necessary consolidation of the material in various activities of children.

3. Discussion of the results of the joint study of children, which was conducted in the classroom and in everyday life.

4. Joint preparation for all children's holidays ( speech therapist selects speech material, and teacher reinforces it).

Educator Speech therapist

Plans and organizes classes taking into account the next topic, and their tasks are correlated with the tasks speech therapy session. Plans and organizes classes taking into account the age and individual disorders of speech development in children.

Forms in children the necessary level of knowledge on vocabulary topic during walks, at drawing lessons, modeling and construction. Conducts the main vocabulary work

caregiver teaches children to clearly express their requests, desires, answer questions with beautiful complete offer.

When observing objects of reality brought up-tel introduces children to new words, clarifies their meaning, promotes their repetition in different situations activating them in children's own speech. Based on the knowledge gained in the course of observations, he conducts corrective and developmental speech exercises and improves the speech skills that children have.

Be sure to encourage the child to take the initiative to speak out.

It does not stop children, suppressing their desire to speak out, but, on the contrary, supports the initiative, expands the content of the conversation with questions, creates interest in the topic of conversation among other children. Works on familiarizing children with new words, clarifying their meanings and activation, selects lexical material on the topic.

Forms technical and visual skills In subgroup classes, it consolidates technical skills and visual skills, with the aim of further forming such complex forms of speech as planning speech. Thanks to this, the speech of children in the classroom becomes a regulator of their behavior and activities.

Conduct classes to clarify the movements of the organs of the articulatory apparatus daily using a set of articulation exercises. Learns a set of necessary articulation exercises, provides them educator to reinforce.

Provides assistance speech therapist in the introduction of the speech therapist sounds in the child's speech. This work is carried out with the help of nursery rhymes, tongue twisters. Puts and introduces sounds into speeches, prepares speech material for automating sounds educator.

Strengthens skills in coherent speech with the help of poems, etc. Conducts classes on the development of coherent speech, prepares material for consolidation educator.

Provides a complete practical acquaintance with objects, using them in everyday life for their intended purpose. Deepens vocabulary work, forms lexical and grammatical categories in children, and in the course of special exercises ensures their conscious use in speech communication.

Conducts classes on the development of speech, familiarization with the environment (cognitive development) according to a special system, taking into account lexical topics;

Replenishes, clarifies and activates the vocabulary of children, using for this regime moments;

Controls the sound pronunciation and grammatical correctness of children's speech during the entire time of communication with them;

When planning classes on writing and the formation of graphic skills, it is guided guidelines speech therapist. On the frontal exercises formulates topics;

Works out with children material on pronunciation, sound analysis,

Teaches the elements of literacy

At the same time, it introduces children to certain lexical and grammatical categories.

Leads the work extension educator, clarification and activation of the vocabulary, the assimilation of grammatical categories, the development of coherent speech.

Functional speech therapist:

Studying the level of speech, cognitive and individual-typological characteristics of children, determining the main directions and content of work with each of them.

Formation of correct speech breathing, a sense of rhythm and expressiveness of speech, work on the prosodic side of speech.

Work on the correction of sound pronunciation.

Improvement of phonemic perception and sound analysis and synthesis skills.

Correction work syllable structure of the word.

Formation syllable-by-syllable reading.

Acquaintance and assimilation of new lexical and grammatical categories.

Coherent speech training: a detailed semantic statement, consisting of logically combined grammatically correct sentences.

Prevention of violations of writing and reading.

The development of mental functions closely related to speech: verbal-logical thinking, memory, attention, imagination.

Functional educator:

Taking into account the lexical topic during all classes in the group during the week.

Replenishment, clarification and activation of the vocabulary of children on the current lexical topic in the process of all regime moments.

Continuous improvement of articulation, fine and general motor skills.

Systemic control over the set sounds and grammatical correctness of children's speech in the process of all regime moments.

Inclusion of practiced grammar structures in the situation of natural communication in children.

Formation of coherent speech (memorization of poems, nursery rhymes, texts, acquaintance with fiction, work on retelling and compiling all types of storytelling).

Strengthening reading and writing skills.

Consolidation of children's speech skills in individual lessons on assignment speech therapist.

Development of understanding, attention, memory, logical thinking, imagination in game exercises on defect-free speech material.

Forms interactions

Integrated classes - as a form of joint activity of specialists, educators and parents. Increase professional competence. Comprehensively solve preventive problems.

Integrated classes with a music teacher Integrated classes with a PIZO instructor Integrated classes with a teacher psychologist Final lesson

logorhythmics with the children of the second junior group Health and speech gymnastics Prevention and correction of speech development and emotional sphere of children Specialists, educators and parents

Interaction of a speech therapist with a teacher using ICT

Holding speech therapy teacher groups during regime moments and on speech therapy hour in the afternoon on recommendation speech therapist finger games with children, breathing exercises using a computer

Using specific footage (for example, picture material on lexical topics) for demonstration on complex lessons held jointly educator and speech therapist of a speech therapy group, as well as to secure educator educational material in his classes and during regime moments in the afternoon

Use of various speech therapy games , exercises in private lessons educator on the instructions of a speech therapist.

speech therapy classes with the use of computer programs and technologies are conducted in compliance with the standards SanPiNov:

Using new computer models

Working with a computer in one lesson for a short time (5-10 minutes) and no more than twice a week (individually, depending on the age of the child, his nervous system)

Carrying out hygienic gymnastics for the eyes, during work, periodically move the child’s gaze from the monitor every 1.5-2 minutes for a few seconds

Inclusion in speech therapy classes games aimed at the prevention of visual impairment and the development of visual-spatial relations

Interaction of a speech therapist and educator in the correctional process for the development of speech in preschoolers

The methodological material is recommended for educators, speech therapists and other specialists of preschool educational institutions.
Joint work of a speech therapist and educator should be carried out in the following areas:
- timely examination of children in order to identify the level of their mental development, features of memory, thinking, attention, imagination, speech;
- ensuring the flexibility of pedagogical influences on students, taking into account the changing abilities of students on the basis of correctional work;
- planning individual work with each child;
- development of cognitive interests, cognitive activity based on the development of the surrounding reality;
- children's mastery of communicative means of communication.
Especially the interaction of a speech therapist and educator is necessary when organizing a personal approach to children, since when organizing it, it is necessary to create the following pedagogical conditions:
- to see in each child a unique personality;
- design situations of success for each child in the educational process;
- to study the causes of children's ignorance and eliminate them.

The interaction of a speech therapist and educator is also necessary because the elimination of speech defects requires an integrated approach, since speech disorders are associated with a number of reasons, both biological and social. An integrated approach to overcoming speech disorders involves a combination of correctional-pedagogical and health-improving work, and this requires the interaction of a speech therapist and educator.
Unfortunately, such interaction between a teacher and a speech therapist is not implemented in many kindergartens. This depends on many reasons, but above all on the leadership of the kindergarten, on the personal characteristics of the speech therapist and educator, on their desire to improve the process of speech development of preschoolers.
Scientists have studied and investigated specific types of interaction between a speech therapist and an educator.
So, together with a speech therapist, the educator plans classes on the development of speech, familiarization with the outside world, preparation for literacy and preparation of the hand for writing. Continuity in the work of a speech therapist and educator involves not only joint planning, but also the exchange of information, a discussion of the achievements of children, both in speech and in other classes. On the basis of such interaction, the educator performs, in addition to general education, a number of correctional tasks, the essence of which is to eliminate shortcomings in the sensory, affective-volitional, intellectual spheres, due to the peculiarities of the speech defect. At the same time, the educator turns his attention not only to the correction of existing shortcomings in the development of the child, to the enrichment of ideas about the environment, but also to further development and improvement of the activity of safe analyzers. This creates the basis for the favorable development of the child's compensatory abilities, which ultimately affects the effective mastery of speech.
Compensation for the child's speech underdevelopment, his social adaptation and preparation for further education at school dictate the need to master, under the guidance of an educator, those types of activities that are provided for by the programs of a mass kindergarten of a general developmental type. The educator should pay special attention to the development of perception (visual, auditory, tactile), mnestic processes, available shapes visual-figurative and verbal-logical thinking, motivation.
An important aspect of the teacher's work is the development of cognitive activity and cognitive interests in children. At the same time, it is necessary to take into account the peculiar lag in the formation of cognitive processes as a whole, which develops in children under the influence of speech underdevelopment, narrowing of contacts with others, incorrect methods of family education and other reasons.
The correct, pedagogically justified interaction of the educator and speech therapist, combining their efforts in the interests of speech correction in children, is based on the creation of a benevolent, emotionally positive environment in kindergarten. The psychological atmosphere in the children's team strengthens children's faith in their own abilities, allows you to smooth out negative experiences associated with speech inferiority, and form an interest in classes. For this, the educator, as well as the speech therapist teacher, must have knowledge in the field of developmental psychology, individual psychophysical differences in preschool children. They need to be able to understand various negative manifestations of children's behavior, notice signs of increased fatigue, exhaustion of passivity and lethargy in time. Properly organized psychological and pedagogical interaction of the educator with children prevents the appearance of persistent undesirable deviations in their behavior, forms friendly relations.
The work of an educator in the development of speech in many cases precedes speech therapy classes, prepares children for the perception of material in future speech therapy classes, providing the necessary cognitive and motivational base for the formation of speech knowledge and skills. In other cases, the educator focuses on consolidating the results achieved by children in speech therapy classes.
The task of the educator of the speech therapy group it also includes daily monitoring of the state of speech activity of children in each period of the correctional process, control over the correct use of sounds delivered or corrected by a speech therapist, learned grammatical forms, etc. Particular attention of the educator should be paid to children with a late onset of speech activity, who have a aggravated anamnesis, and are characterized by psychophysiological immaturity.
The teacher should not fix the attention of children on the occurrence of possible errors or stutters in speech, repetitions of the first syllables and words. Such manifestations must be reported to the speech therapist. The responsibility of the educator also includes good knowledge individual characteristics of children with general underdevelopment of speech, reacting differently to their defect, to communication difficulties, to changes in communication conditions.
The speech of the educator in everyday communication with children is important. It should serve as a model for children with speech disorders: be clear, extremely intelligible, well intoned, figuratively expressive and grammatically correct. Complex constructions, turns, introductory words that complicate the understanding of speech should be avoided.
The specifics of the work of the educator when interacting with a speech therapist is that the educator organizes and conducts classes on the instructions of a speech therapist teacher. The teacher plans individual or subgroup classes with children in the second half. 5-7 children are invited to the evening speech therapy session. The following types of exercises:
- consolidation of well-placed sounds (pronunciation of syllables, words, sentences);
- repetition of poems, stories;
- exercises for the development of attention, memory, logical thinking, phonemic hearing, sound analysis and synthesis skills;
- activation of coherent speech in a conversation on familiar lexical or everyday topics.
In the process of correctional work, the educator pays great attention to the development of fine motor skills. So, in extracurricular time, you can invite children to put together mosaics, puzzles, figures from matches or counting sticks, train in untying and tying shoelaces, collect scattered buttons or small objects, pencils of different sizes. Children can be offered work in notebooks to develop writing skills, recommended for children with speech disorders.
A special place in the work of the educator is occupied by the organization of outdoor games for children with speech disorders, in view of the fact that children in this category are often somatically weakened, physically unbearable, and quickly get tired. When planning work on organizing play activities, the teacher must clearly understand the reality of the physical capabilities of each child and select outdoor games in a differentiated way. Outdoor games, which usually form part of physical education, music classes, can be held for a walk, at festive matinees, at an hour of entertainment.
Games with movement must be combined with other activities for children. Mobile games at the same time help successful formation speech. They often contain sayings, quatrains, they can be preceded by a rhyme to select the leader. Such games also contribute to the development of a sense of rhythm, harmony and coordination of movements, have a positive effect on psychological condition children.
The work of a teacher in teaching children a role-playing game is also necessary element his teaching activities. In role-playing games, the educator activates and enriches the vocabulary, develops coherent speech, teaches ritual interaction in social situations familiar to the child (doctor's appointment, shopping in a store, traveling in transport, etc.). Role-playing games contribute to the development of communication and speech skills, stimulate the sociability of children, and develop social skills and abilities.
Having studied the scientific literature on the interaction of a teacher and a speech therapist in kindergarten on the development of speech in children with speech disorders, I came to the following conclusions.
1. Together with a speech therapist, the educator plans classes on the development of speech, familiarization with the outside world, preparation for literacy and preparation of the hand for writing. Continuity in the work of a speech therapist and educator involves not only joint planning, but also the exchange of information, a discussion of the achievements of children, both in speech and in other classes.
2. A teacher in specialized kindergartens performs, in addition to general education, a number of correctional tasks, the essence of which is to eliminate shortcomings in the sensory, affective-volitional, intellectual spheres caused by the shortcomings of a speech defect. The educator should pay special attention to the development of perception, visual-figurative and verbal-logical thinking, the development of interest in knowledge.
3. Pedagogically justified interaction between the educator and speech therapist, uniting their efforts in the interests of speech correction in children, is based on the creation of a benevolent environment in a specialized group of kindergarten. The psychological atmosphere in the children's team strengthens children's faith in their own abilities, allows you to smooth out negative experiences associated with speech inferiority.
4. The work of a teacher in the development of speech in many cases precedes speech therapy classes, prepares children for the perception of material in future speech therapy classes, thereby providing a basis for the formation of speech knowledge and skills. In other cases, the educator focuses on consolidating the results achieved by children in speech therapy classes.
5. The task of the educator includes daily monitoring of the state of speech activity of children. The speech of the educator in everyday communication with children is important. It should serve as a model for children with speech disorders.
6. The interaction of a speech therapist and educator is necessary because the elimination of speech defects requires an integrated approach, since speech disorders are associated with a number of reasons, both biological and psychological.

Purpose: building a unified system of interaction between a speech therapist and preschool teachers. Tasks: 1. To develop unified (variable) approaches to the interaction of a speech therapist teacher and a preschool teacher. 2. Select new effective and exchange existing forms of interaction in the conditions of a specialized group or preschool educational institution and in the conditions of a logopoint (interaction technology). 3. To delimit the areas of responsibility of a speech therapist teacher and preschool educators in correctional and developmental work. 4. Select software for the interaction of a speech therapist and educator using ICT.

Work plan 1. Interaction between a speech therapist teacher and educators in diagnosing, determining the scope and spheres of influence, forms of cooperation. 2. In the interaction of a speech therapist teacher and educators in the course of corrective and developmental activities, forms of cooperation. 3. The functionality of a speech therapist and educators. 4. Building interaction using information and computer technologies. Planned result: selection and development of unified (variable) approaches to the interaction of a speech therapist teacher and preschool educators.

Theoretical basis and parktic material in the manual Mikheeva I. A., Chesheva S. V., Cheshcheva S. V. Interaction in the work of an educator and a speech therapist teacher: Card file of assignments for children 5-7 years old with general underdevelopment of speech. (Popular speech therapy) Series: Popular speech therapy Popular speech therapy Publisher: KARO, PUBLISHING AND POLYGRAPHIC CENTER, 2009 KARO, PUBLISHING AND POLYGRAPHIC CENTER The authors-compilers divided the child into lexical topics and included in the manual: descriptions of finger games and exercises for coordinating speech with movement; Tasks aimed at developing general speech skills based on small texts (dialogues, tongue twisters, tongue twisters); a large number of games for the development of auditory, visual attention, phonemic representations, for enriching the vocabulary and improving the grammatical structure of speech; as well as poems, riddles and texts for retelling. The exercises, tasks and texts proposed in the manual are focused on working with children 5-7 years old.

Diagnostic work The educator conducts a diagnosis of general development and reports to the speech therapist the results of his observations of the child in various activities; the history of his early speech development and the conditions of family education, based on the diagnostic data of a speech therapist, plans classes with children based on the main correctional tasks. The speech therapist conducts an annual comprehensive speech therapy examination of all children of middle and senior preschool age, the results of which are reflected for each group of children: - in "Pronunciation screens", which clearly indicate the sounds that are disturbed in the pronunciation of each child, as well as the stages of work on them, - "interaction tables", which reflect the level of development of the structural components of speech; - in the “Children's Examination Record Sheets”, in which each child is assigned to one of the following groups: with normal speech development, sound pronunciation defects (simple dyslalia, complex dyslalia, erased dysarthria), lexical and grammatical disorders, underdevelopment of phonemic perception, syllabic disorders structures experiencing difficulties in mastering language analysis and synthesis.

Correctional work The educator monitors the speech of children in the classroom and during regime moments develops fine and articulatory motor skills assists in automating the delivered sounds improves the grammatical structure of speech, develops phonemic perception and syllabic structure, carries out the necessary work with parents to optimize the correctional process. A speech therapist assists the educator in organizing individual and group work on the development of speech, gives monthly recommendations on planning group and subgroup games and classes, taking into account age norms and lexical topics studied in this period.

Recommendations of a speech therapist teacher on planning work on the development of speech in different age groups (for a month) preparatory group I. Expand vocabulary on lexical topics: “Winter”, “Journey through Europe”, “Clothes. Shoes. Hats". 1. Learn to select nouns for given adjectives: didactic exercise: “Pick up an object for a feature”: frosty -.., snowy -.., icy.., impetuous -.., warm -.., furry -.., fluffy - .., winter -.., cloudy - ... 2. Learn to select words with the opposite meaning: didactic exercise "Say the opposite": long - short, dirty - clean, new - old, light - dark, bright - dull, soft - hard , warm - cold, frosty - hot.

Recommendations of a speech therapist teacher on planning work on the development of speech in different age groups (for a month) Preparatory group II. Improve word formation skills. 1. Learn to form nouns by merging two stems: didactic exercise “Why is it called that?”: snowfall - snow is falling, snowmobile - .., icebreaker - .., snow scooter - ... 2. Learn to form relative adjectives from nouns: didactic exercise “From what - what?”: leather shoes - leather shoes, boots with fur - fur boots, a wool jacket - a woolen jacket, a silk dress - a silk dress; didactic exercise "Where - what?": in England .., in France - .., in Italy - .., in Denmark - .., in Poland - .., in Romania - .., in Austria - ... 3. Learn to form related words: didactic exercise "Relative words": snow - snowball, snowballs, snowflake, snowy, snowy, snowfall, bullfinch, snow maiden, snowdrop; winter - winter, winter, wintering, wintering, wintering, winter, wintering, winter; dress - dress, dress, wardrobe; France - French, French, French.

Recommendations of a speech therapist teacher on planning work on the development of speech in different age groups (for a month) Preparatory group III. Improve the grammatical structure of speech. 1. Learn to coordinate nouns with adjectives in gender: didactic exercise “What? Which? What? ”: winter - cold, frost, day; winter - time, weather, walk, snowstorm; winter - time, entertainment; winter - days, blizzards, entertainment, walks, fun ... The same with the words: frosty, icy, cold, new, female, male, children's, beautiful, English, Italian. 2. Learn to use nouns in plural, genitive case: didactic exercise "One - many": French - French, English - English, country - countries, resident - residents, day - days, snowflake - snowflakes, storm - storms, cold - cold, hat - hats, dress - dresses, coats - coat, boots - boot, boots - boots. 3. Learn to coordinate nouns with numerals: didactic exercise "Let's count": 1 dress, 2 dresses, .., 5 dresses, .., 10 dresses. 4. Learn to form and use simple participles correctly: didactic exercise “Name which one?”: sew - sewn, untie - untied, knit - knitted, fold - folded, embroider - embroidered, wear - worn, wash - washed. IV. Improve the syllabic structure of speech. To work out the pronunciation of words of a complex syllabic structure, sentences and tongue twisters with these words.

Recommendations of a speech therapist teacher on planning work on the development of speech in different age groups (for a month) Preparatory group V. Develop coherent speech. 1. Compose descriptive stories on the studied lexical topics. 2. Make up a story about winter according to the plan: - how did you notice the onset of winter; - its first signs in nature; - winter months; - life of animals and birds in winter; - winter fun and entertainment. 3. Compose comparative stories: ice and snow, ice and glass, ice and mirror, snow and cotton wool, jacket and coat, mittens and gloves, boots and boots. 4. Compose creative stories on the topics: “What I see from the bus window”, “What I see from the window of an airplane flying over Europe”, “Train travel”, “Where would I like to go on a trip”, etc.

Recommendations of a speech therapist teacher on planning work on the development of speech in different age groups (for a month) Preparatory group VI. Literacy education. 1. Improve the skills of sound-letter analysis: didactic exercise "Name by sounds": it is proposed to name simple, two-syllable words by sounds without a confluence of consonants: fish - p, s, b, a. 2. Learn to highlight a given sound in a word and determine its place (at the beginning, middle, end). 3. Learn to make sentences with a given word. 4. Learn to make sentences on key words: didactic exercise "Make a sentence": snow, on, lies, houses, roofs; y, warm, jacket, Tanya. VII. Improve fine motor skills of hands: coloring, strokes, hatching.

Preventive work The educator organizes such a subject environment that contributes to the fullest possible disclosure of the potential speech capabilities of pupils, the prevention of difficulties in their speech development pays increased attention to children with a high degree of risk of developing speech deficiencies The speech therapist monitors the compliance of the developing environment with the age needs of children gives recommendations to educators for its enrichment.

Forms of work on interaction with educators 1. Individual work for one month in the following sections: - work on automation of sounds and control over them; - work on fine motor skills; - overcoming the lexical and grammatical underdevelopment of speech on a certain lexical topic; - development of coherent speech. Based on this table - the scheme of individual work, the teacher can build his classes taking into account the speech problems of each child. So, knowing that the child has the sound [С] at the stage of automation, the teacher can include tasks with this sound, even minimally, in all group activities. For example, in mathematics, a child is invited to count only dishes that have the sound [C] in their name - pots, pans, stewpans. And let the other child count teapots, cups, spoons (if he goes through “hissing” sounds with a speech therapist). In a lesson on the sound culture of speech, each child can be offered to parse words with the sounds that they correct with a speech therapist.

Forms of work on interaction with educators 2. Observations of the dynamics of sound production in children. Observation of the dynamics allows the teacher to visually track the dynamics of the sound pronunciation of all the speech children of the group or a particular child. Based on the conventions, the teacher offers the child only the speech material that he can do. It becomes easier for the teacher to pick up poems for the holiday (in case of difficulty, a speech therapist helps). There are fewer problems in the classroom: the educator knows what answers he can expect from the child and does not seek to demand impossible efforts from the latter. Thus, the child does not have the fear of answering in the classroom, there is no consolidation of the incorrect pronunciation of those sounds that he is not yet capable of. Sometimes educators stubbornly ask to repeat a word with a sound that the child does not have, and become angry if the child does something wrong.

Forms of work on interaction with educators 3. Joint recommendations of a speech therapist and psychologist for children who are part of the "risk group". In this regard, the educator receives recommendations from two specialists. He sees the relationship in their work and relies on them himself. For example, recommendations were given for Alyosha M.: the psychologist writes - to increase the activity of the child in the circle of peers; speech therapist - to activate the child's speech by memorizing poems or speech passages. The teacher can offer Alyosha to become the leader of the game with words, or give one of the roles in playing the scene. Or Masha N.: psychologist - recommends increasing the motivational side of activity, striving for the final result; speech therapist - to increase the child's criticality to his own speech, to monitor the sounds being worked out. The teacher offers Masha to take "patronage" over a lagging friend, or become a leader in didactic game, where Masha will announce the names of the cards.

Forms of work on interaction with educators 4. Speech therapy memos and booklets, issued once every 2 months, to help teachers and parents to overcome speech problems. The release of thematic speech therapy booklets "Speech therapy path" and memos that would help educators and parents without special education to master the skills of speech therapy correctional assistance for their children. Colorfully designed booklets attract the attention of not only adults, but also children who want to take part in playing them. So, for example, in the booklet on [L and L], the child is asked to find words and objects with these sounds in the plot picture. After playing on the painted objects, the child begins to actively look for familiar words and sounds in the world around him and attracts parents to this activity. The teacher, like the parents in the "Correct Articulation" section, monitors and focuses his attention on the position of the child's articulation organs when pronouncing the sound being practiced.

Forms of work on interaction with educators 5. Selection of speech material: tongue twisters, rhymes, poems, tasks and exercises for correcting various components of speech activity. The teacher in the selection of speech material must remember the speech problems of each child. But he does not always have the opportunity to track those moments that may interfere with the correct consolidation of speech material. In mass literature, suitable tongue twisters, tongue twisters, and poems are not always printed. Consider the tongue-twister "Court - court - court - Larisa washed the dishes." It cannot be used to automate the sound [S] if the child does not have the sounds [L and R]. The educator may not know about this if he focuses only on the sound [C]. You can advise yourself or with the help of a speech therapist to redo it ("Court - court - court - I will wash the dishes" or "Court - court - court - my mother washes the dishes"). Therefore, we help to select speech material that corresponds to the norm of sound pronunciation of children with speech disorders. We recommend that educators work with ready-made printed publications, we advise you to use literature and speech material that is correct from a speech therapy position.

Problems that impede the joint activities of a speech therapist and educator: - combining the program of Correctional education and training of children with general underdevelopment of speech (5–6 years) by T.B. Filicheva, G.V. the activities of a speech therapist and educators in the regulatory documents and methodological literature available today - the difficulty in distributing the planned correctional work within the framework of working hours and the requirements of Sa NPiN - the lack of a clear division of functions between the educator and the speech therapist; - the impossibility of mutual attendance of classes by a speech therapist and an educator in groups of different ages.

The combination of programs is considered in the manual: L.R. Lizunova. Organization of a unified educational space for children with speech development disorders in a preschool educational institution: Program- Toolkit. - Perm: Publishing house "From and to", - 114 p. The manual deals with the creation of optimal psychological and pedagogical conditions for overcoming and preventing speech disorders in pupils of preschool educational institutions. Structural-organizational and program-methodical aspects of education and training of children with speech development disorders are the result of research and correctional educational activities of the preschool educational institution. The presented program and methodological materials include a description of the structural components of the system of correctional and developmental and preventive work, the direction of the organization of a unified speech mode, the program content and planning of the integrated educational and educational activities of preschool teachers. educational institution in order to organize a unified educational space for children with speech development disorders.

The joint activities of a speech therapist and educator are organized in accordance with the following goals: - improving the efficiency of correctional and educational work - eliminating duplication by the educator of the speech therapist's classes - optimization of the organizational and content aspects of the correctional and pedagogical activities of the speech therapist and educators, both for the entire group of children and for each child .

Joint correctional work in a speech group provides for the solution of the following tasks: - a speech therapist forms primary speech skills in children-speech pathologists - the educator reinforces the formed speech skills The main types of organization of joint activities of a speech therapist and educator: drawing up a joint work plan 2. Joint planning of the teacher’s classes, ensuring the necessary consolidation of the material in various types of children’s activities 3. Discussion of the results of the joint study of children, which was conducted in the classroom and in everyday life 4. Joint preparation for all children’s holidays (speech therapist selects speech material, and the teacher fixes it) 5. Development general recommendations for parents.

Educator Plans and organizes classes taking into account the next topic, and their tasks are correlated with the tasks of a speech therapy lesson. Forms in children the necessary level of knowledge on the vocabulary topic during walks, in drawing, modeling and construction lessons. speech therapist Plans and organizes classes taking into account the age and individual disorders of speech development in children. Conducts basic vocabulary work

Educator The teacher teaches children to clearly express their requests, desires, answer questions with a beautiful full sentence. When observing objects of reality, the educator introduces children to new words, clarifies their meaning, promotes their repetition in different situations, and activates them in the children's own speech. speech therapist Based on the knowledge gained in the course of observations, he conducts corrective and developmental speech exercises and improves the speech skills that children have.

The educator must encourage the child to take the initiative to speak out. It does not stop children, suppressing their desire to speak out, but, on the contrary, supports the initiative, expands the content of the conversation with questions, creates interest in the topic of conversation among other children. speech therapist Works on familiarizing children with new words, clarifying their meanings and activating, selects lexical material on the topic.

Educator Forms technical and visual skills of a speech therapist subgroup lessons reinforces technical skills and visual skills, with the aim of further forming such complex forms of speech as planning speech. Thanks to this, the speech of children in the classroom becomes a regulator of their behavior and activities.

Educator Conduct classes to clarify the movements of the organs of the articulatory apparatus daily using the complex articulation exercises. Provides assistance to the speech therapist in the introduction of sounds delivered by the speech therapist into the speech of the child. This work is carried out with the help of nursery rhymes, tongue twisters. speech therapist Learns a set of necessary articulation exercises, provides them to the educator for consolidation. Puts and introduces sounds into speech, prepares speech material for automation of sounds by the educator.

Educator Strengthens skills in coherent speech with the help of poems, etc. Provides a complete parktic acquaintance with objects, using them in everyday life for their intended purpose. speech therapist Conducts classes on the development of coherent speech, prepares material for consolidation by the educator. It deepens vocabulary work, forms lexical and grammatical categories in children, and during special exercises ensures their conscious use in speech communication.

Educator Conducts classes on the development of speech, familiarization with the environment (cognitive development) according to a special system, taking into account lexical topics; replenishes, clarifies and activates the vocabulary of children, using regime moments for this; controls the sound pronunciation and grammatical correctness of children's speech during the entire time of communication with them; when planning classes on writing and the formation of graphic skills, he is guided by the methodological instructions of a speech therapist. speech therapist In frontal classes formulates topics; works with children on pronunciation, sound analysis, teaches the elements of literacy, at the same time introduces children to certain lexical and grammatical categories. Supervises the work of the educator to expand, clarify and activate vocabulary, assimilate grammatical categories, develop coherent speech.

The functionality of a speech therapist: Studying the level of speech, cognitive and individual typological characteristics of children, determining the main directions and content of work with each of them. Formation of correct speech breathing, a sense of rhythm and expressiveness of speech, work on the prosodic side of speech. Work on the correction of sound pronunciation. Improvement of phonemic perception and skills of sound analysis and synthesis. Work on the correction of the syllabic structure of the word. Formation of syllable-by-syllable reading. Acquaintance and assimilation of new lexical and grammatical categories. Teaching coherent speech: a detailed semantic statement, consisting of logically combined grammatically correct sentences. Prevention of violations of writing and reading. The development of mental functions closely related to speech: verbal-logical thinking, memory, attention, imagination.

The functionality of the educator: Taking into account the lexical topic during all classes in the group during the week. Replenishment, clarification and activation of the vocabulary of children on the current lexical topic during all regime moments. Continuous improvement of articulation, fine and general motor skills. Systemic control over the set sounds and grammatical correctness of children's speech in the process of all regime moments. Inclusion of worked out grammatical structures in the situation of natural communication in children. Formation of coherent speech (memorization of poems, nursery rhymes, texts, acquaintance with fiction, work on retelling and compiling all types of storytelling). Strengthening reading and writing skills. Consolidation of speech skills in children in individual classes on the instructions of a speech therapist. Development of understanding, attention, memory, logical thinking, imagination in game exercises on defect-free speech material.

Integrated classes - as a form of joint activity of specialists, educators and parents Integrated classes - as a form of joint activity of specialists, educators and parents Increase professional competence. Comprehensively solve preventive tasks Forms of interaction

With a musical director Logorhythmics with children of the second junior group Health and speech gymnastics With a PHYSICAL instructor Joint classes with a teacher-psychologist Purpose: prevention and correction of speech development and the emotional sphere of children Final lesson Specialists, educators and parents Integrated lessons

Interaction of a speech therapist with a teacher using ICT, the teacher of a speech therapy group at regime moments and at a speech therapy hour in the afternoon, on the recommendation of a speech therapist, finger games with children, breathing exercises using a computer, the use of a certain video sequence (for example, picture material on lexical topics) for demonstration on complex classes conducted jointly by the educator and the speech therapist of the speech therapy group, as well as to consolidate the educational material by the educator in his classes and during regime moments in the afternoon, the use of various speech therapy games, exercises in the individual lessons of the educator on the instructions of the speech therapist

Speech therapy classes with the use of computer programs and technologies are conducted in compliance with the San PiNs: use of new computer models work with a computer in one lesson for a short time (5-10 minutes) and no more than twice a week (individually, depending on the age of the child , his nervous system) carrying out hygienic gymnastics for the eyes, during work we periodically transfer the child’s gaze from the monitor every 1.5 - 2 minutes for a few seconds, the inclusion in speech therapy classes of games aimed at preventing visual impairment and working out visual-spatial relations